Enhancing Active Learning through Teachers’ Peer and self
Reflections in Selected Primary Schools in Ethiopia
Research Team
Asmaru Berihun, Ministry of Education
Adane Tesera, Bahir Dar University
Daniel Desta, Addis Ababa university
Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE
Hiroshima University
13 March 2006
Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
Enhancing Active Learning through Teachers’ Peer and
self Reflections in Selected Primary Schools in Ethiopia
Background
Providing quality primary education for all school age children by the year
2015 is a commitment of many countries. To achieve this goal special
emphasis has been given to the question of access in quite many cases. The
commitment to achieve the goal is not limited to provision of access. It is also
a concern for quality education. The Ethiopian Education system with the
New Education and Training Policy (TGE, 1994) and consecutive Education
Sector Development Programs (ESDP I and ll) has made significant efforts to
creating access to thousands of children. Consequently, the primary
enrollment has increased dramatically. However, the quality of students’
learning has been a challenge.
The problem of quality in primary education has become a serious concern of
the government, educators and teachers.
The problems in quality could be related to input factors like student-teacher
ratio, student-text book ratio, teachers’ qualification, etc. However, of the
most important factors that may be responsible to
learning quality could
relate to the way the teaching-learning process occurs, the extent to which
teachers examine their own practice of teaching, how much school
supervision is directed towards helping them improve instruction and making
the learning process active and learner centered are some to mention.
Accordingly, the quality of the teaching learning process can be improved can
be improved by a multiple of interventions. Along wit those input factors,
teachers can be assisted to improve their practices through school based –
collegial and collaborative supervision. Involving teachers in action research
can also be another important means of improving teaching and learning. In
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
this respect, teachers can also be supported through peer assessment based
feedback. Most important complementary move to peer assessment is selfreflection of once practice as a measure of improving the quality if teaching
and learning. This is based on the assumption that the more teachers make
their classrooms and their teaching practices open to peer observation and
assessment, the better the lesson they obtain to improve their practice and
thus, improved student learning. Student centered learning would encourage
active participation in their lessons which in turn would have positive
contributions to develop abilities for creative thinking, problem solving and
relating learning to real life experiences thereby achieving the envisaged goal
of schooling. This can be more consolidated when a teacher is ready to engage
in a continuous professional reflection on his/her own practice. Moreover,
peer assessment would further enhance the professional development of
teachers which have greater contribution to active learning and quality
education.
The present study focuses on making an intervention to enhance active
learning through the employment of teachers’ peer assessment and personal
reflections of their lessons.
Statement of the problem
Despite the strong criticisms on the conventional teacher based approach in
education, the teaching leaning process in most schools in Ethiopia has
persisted to be teacher dominated. Most classes are characterized by a
situation where students are made to listen to their teachers and copy notes
from the blackboard.
Learning by doing, problem solving, cooperative
learning and group approaches are limited. Consequently, there is a widely
shared concern that the quality of learning in schools is very low.
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
The Education Sector Development Program III (2005) underlines that the
education system faces serious problems pertaining to teacher qualification,
shortage of text books, and high student-teacher ratio. The dropout rate has
been high. The survival rate at grade 5 is only about 55 per cent. In addition
to this, there is a wide gender gap of 18% favoring boys. Moreover, research
findings, Pauline and et al, 1997; a study by Women’s Affairs Department,
2000, indicate lower participation of girls in class activities. Studies also
indicate that teachers do not encourage girls’ participation in their classes.
These situations have lead to a serious concern among educators and the
ministry of education about quality of education.
The Ministry of Education has reacted to this situation in different ways. The
Ministry in its Education Sector development program III (ESDPIII 20005/20006/2010/2011) document indicates the following main points as part of quality enhancement
endeavors:




In the School Improvement Program among the major focus areas student –
centered learning, professional development and collaboration and quality of
instructional program.
Improvising teachers professional capability in continuous professional
development
Strengthening Cluster based local in service training mainly focus on active
learning methodology action research, etc.
Strengthening In-school-supervision so that experienced, skilled and innovative
teachers can share their experiences and coach the inexperienced teachers. It
further indicates that the content of pre-service and in-service teachers training
programs will be revised to enable teachers acquire and develop appropriate
pedagogical skills that are academically sound, child friendly, and gender
sensitive together with individual life skills which takes into account the current
HIV crises.
To this end, this study is timely and will have positive contribution to the
implementation the policy statement in to action (ESDPIII August 2005 MOE).
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
Concerning active learning, the extent teachers understand the concept and
the skills they have to implement it are essential conditions. Moreover, the
quality and amount of feed back teachers get on their own teaching, the
extent of their readiness to accept constructive comments of their peers on
their teaching are issues that are subject for investigation. Moreover, the
practice of self reflection and making continuous effort to improve once own
work (teaching) is not visible in the schools. Hence, this study is designed to
assess the role of teachers’ peer assessment and self reflections in enhancing
active learning in selected primary schools in Ethiopia. The study also
attempts to develop workable mechanisms for self reflection and peer
assessment practices in order to enhance active learning.
Research questions
1. What is the teachers conception of active learning?
2. To what extent are the students actively involved in the learning
process? Are there differences between boys and girls in class
participation?
3. What role do teachers’ peer assessment and self-reflections play in
improving teachers’ instructional skills to enhance active learning?
Objectives
The study is aimed at:

identifying the gap between teachers’ perception of active learning and
their practice

introducing peer assessment and self reflection practices among
teachers in primary schools
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University

developing workable mechanisms for self reflection and peer
assessment practices in order to enhance active learning in schools
Review of Related Literature
Active learning
The theoretical framework of the proposed research is grounded in the
constructivist’s perspective and assumptions about learning. Active learning,
one of the main concepts in this research, refers to a situation where
"learners construct their own reality or at least interpret it based upon their
perceptions of experiences. Active learning environments simply mean
students taking an active role in their learning, and instructors moving
beyond teacher-centered “instruction,” coming to see themselves along with
their students as part of a learning community. The instructor provides
collaborative learning experiences, encouraging multiple perspectives in
problem solving. Such diversity allows learners to develop new ideas and
understanding in conversations and increase retention. Broadly speaking,
active learning refers to a methodology that requires the learner to take
responsibility for his or her learning through active participation in learning
activities. In this methodology, students are engaged in higher-order thinking
skills as analysis, synthesis and evaluation to build, test and revise their
knowledge. Gagnon and Collay have summarized six important elements:
Situation, Groupings, Bridge, Questions, Exhibit, and Reflections as central
for active learning.
1.
Situation: that enable children solve problems, answering questions,
create metaphors, make decisions, draw conclusions, or set goals. This
situation should include what you expect the students to do and how
students will make their own meaning. The work of Duckworth (1987)
describes situations to engage students in having their own wonderful
ideas about science, Steffe and Ambrosio (1995) use situations for
students to explain in math, and Fosnot (1996) provides similar examples
from writing and art.
2. Groupings: depending on the teacher’s expectations and the types of
resources students are provided. Schmuck and Schmuck (1988) introduced
group process dynamics to classrooms, and heterogeneous groupings are
common to the cooperative learning work of Johnson and Johnson (1975) or
Slavin (1980a). The materials category is often included in lesson plans.
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
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3. Bridge: between what they already know and what they might learn by
explaining the situation. This might involve such things as giving them a
simple problem to solve, having a whole class discussion, playing a game, or
making lists. This has some grounding in the set induction described by
Gagne (1970), the anticipatory set of Madeline Hunter (1982) and the
advanced organizer of Ausubel (1978).
4. Questions: guiding questions to be used to introduce the situation, to
arrange the groupings, to set up the bridge, to keep active learning going, to
prompt exhibits, and to encourage reflections. There is precedence in Bloom's
(1956) taxonomy of educational objectives in the cognitive domain which led
to higher level thinking questions, Sanders' (1966) work on kinds of
classroom questions, and Flanders' (1970) work describing classroom
questioning strategies.
5. Exhibit: involves having students make an exhibit for others of whatever
record they made to record their thinking as they were explaining the
situation. The work of Theodore Sizer (1973) and the coalition for essential
schools includes an exhibition as part of the learning process. The passages of
the Jefferson County Open School in Colorado and the validations of the St.
Paul Open School in Minnesota put into practice authentic assessment
approaches from a variety of sources including Wiggins (1995).
Documentation from Engel (1994), portfolios from Carini (1986), and
alternative assessment from the North Dakota Study Group on Evaluation
led by Perrone (1988) encouraged teachers to move from testing
memorization of information to demonstration of student learning.
6. Reflections: students' reflections of what they thought about while
explaining the situation and then saw the exhibits from others. We see
earlier work in Hunter's (1982) description of "transfer," the work of Schon
(1987) about reflective practice of teachers, which also applies to student
learning, reflection about learning through journaling as described by Cooper
(1991), and Brookfield's (1986) work on critical reflection. These precedents
provide a theoretical framework for a constructivist learning design.
Teacher Self- and Peer reflection and Active learning
Reflective practice is a vehicle that allows teachers the ability to explore,
contemplate, and analyze experiences in the classroom. Reflecting on
experiences helps individuals improve their actions and professional practice
(Kolb, 1984; Schön,1983). According to Osterman and Kottkamp (1993, p. 19),
“reflective practice is a means by which practitioners can develop a greater
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
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level of self-awareness about the nature and impact of their performance.”
This awareness of one’s performance makes individuals think about and mull
over their experiences, classroom activities, and assignments, leading to
improved practice.
Teachers use reflection to facilitate their own learning as well as for the
facilitation of students’ learning. According to Sch ö n (1983, 1987), reflective
practice is the integration of theory and practice, a critical process in refining
one’s artistry or craft in a specific discipline and bringing to the conscious
level those practices that are implicit. Schön further describes the reflective
practitioner as not just skillful or competent, but thoughtful, wise, and
contemplative. Two types of reflection facilitate professionals’ learning:
reflection-in-action and reflection-on-action (Schön, 1983, 1987). Reflectionin-action occurs during the activity; the activity is reshaped while in
progress. Reflection-on-action occurs either following an activity or when an
activity is interrupted, a retrospective thinking about an experience.
According to Kottkamp (1990), reflection-on-action takes place after an
activity and an analysis with the potential assistance of others. Reflection-onaction brings about an understanding of practice and is a way practitioners
may learn from their experience (Clarke, James, & Kelly, 19960)
Schön (1991) identified three stages or levels of reflection: conscious
reflection, criticism, and action. Boud et al. (1985) presented a four-stage
model of reflection: analyze, interpret information, prepare an evaluation
report, and prepare an action plan. The four-stage model focused on the
behaviors, ideas, and feelings that comprise experience. Atkins and Murphy
(1993) conducted a literature review of educational theorists that analyzed
processes of reflection. Based on the commonalities of the authors cited,
Atkins and Murphy developed a three-stage reflective process that included
awareness, critical analysis, and reflection.
Peters (1991) described a four-step process called DATA: describe, analyze,
theorize, and act. In the first step, the critical aspect of practice was
described. The second step included the identification of assumptions that
supported practitioners’ current approaches and underlying beliefs, rules,
and motives governing teaching and learning. In the third step, practitioners
theorized about alternative ways to approach learning, taking theory
developed from the previous step, and creating a new theory. In the fourth
step, the practitioner tested the new theory. Success of this process would
occur only through additional thought and reflection.
The reflective cycle by Rodgers (2002) encompassed Dewey’s (1933)
conception of reflective thought. Rodgers illustrates reflection as a cyclical
process comprised of four phases:
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
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1. Presence in experience: learning to see
2. Description of experience: learning to describe and differentiate
3. Analysis of experience: learning to think from multiple perspectives
and form multiple explanations
4. Experimentation: learning to take intelligent action
According to Rodgers, practitioners move forward and backward through the
reflective cycle, especially between description and analysis.
. Teachers reflect because they want to improve their teaching experiences
and the learning experiences for students. A number of researchers state the
importance of reflective practice. As a result of engaging in a reflective
process, individuals acquire knowledge and understanding (Clarke et al.,
1996; Schön, 1983), learn from their experiences (Kolb, 1984; Schön, 1983),
apply knowledge to practice while being coached by professionals in the
discipline (Schön, 1996), and explore assumptions they bring to the workplace
(Brookfield, 1995). As reflective practitioners, teachers gain a deeper
understanding of their teaching approaches and effectiveness as teachers.
The critical self reflection of teachers would be enhanced by peer observation
and reflection. Conducting observations on peer classes and engaging in
critical conversations is another important tool in promoting active learning.
When discussing events teachers have experienced, colleagues describe what
has happened benefits the teacher being observed; and at the same time they
examine their own experiences and check, reframe, and broaden their own
theories of practice. Reflection within one’s classroom is the first step of the
reflection process but should not be the final step. When teachers discuss
their experiences with others, the reflection process enhances their own
individual practice (Bruner, 1990).
Summative evaluation rarely provides sufficient information to teachers for
improving teaching. In recent years, in fact, time-honored practices of faculty
evaluation have been rather harshly criticized.
In response to this, scholars have recommended that --assessment specifically
designed to improve teaching--be put into place alongside, but apart from,
summative evaluation. Other scholars have suggested that formative peerassessment, a process in which work collaboratively to assess each others'
teaching and to assist one another in efforts to strengthen teaching, be
developed and implemented. Collaborative peer review probably should
include opportunities to teachers to learn how to teach more effectively, to
practice new teaching techniques and approaches, to get regular feedback on
their classroom performance, and to receive coaching from colleagues
(Menges 1985). The thrust, thus, is developmental rather than judgmental.
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
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A number of methods have been employed in formative peer evaluation. They
include direct classroom observation,, evaluation of course materials, an
assessment of the academic work of his students, and analysis of teaching
portfolio .The following have been identified as events occurring during
delivery that should be focused at .by knowledgeable colleagues.
1.Physical factors
2. The procedures used by the teacher in conducting the class;
3. The teacher's use of language to inform, explain, persuade, and motivate
4. The roles played by teacher and students as they interact;
5. The relationship of what is occurring in a particular class to other classes,
6. The outcomes of teaching, as reflected in student learning methods (1987).
Scholars have suggested that a number of personal and institutional benefits
might be realized from teachers participation in the formative peer
evaluation of teaching. These include improvement teaching, teachers’
morale, collegiality and student learning.
Methodology
Research design
Both Qualitative and Quantitative approaches shall be employed for
conducting the study. A total of six primary schools (2 urban and four rural)
shall be selected from Amhara and Oromia regions for purpose of
convenience. In each of the six schools, one section shall be selected from
grades 4 and 7 in each school. A total of 12 sections, with 6 male and 6
female teachers teaching science subjects shall be involved.
Instruments
Observations, interviews, questionnaires and focus group discussions shall be
used to collect data. One pre-intervention observation and three post
intervention observations will be conducted in each of the 12 sections.
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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General school observation shall also be conducted. The principals of the six
schools shall be interviewed on the overall situation of the school. Two
interviews shall be conducted with each of the 12 teachers. The first
interview shall be conducted before the intervention whereas the second
interview takes place after the intervention. One focus group discussion each
consisting of 7 members shall be conducted in each school. Moreover, one
focus group discussion of parents (community members) shall be conducted in
each school. In each school, twenty teachers and 50 students shall be involved
in completing questionnaires. The questionnaires aim at collecting data
regarding teachers’ conception of active learning, self reflection as well as
peer
reflection. Students’ questionnaire shall be administered twice i.e.;
before and after the intervention activities. Students’ questionnaires focus on
gathering data concerning how active learning takes place in their respective
classrooms. Relevant documents and reports on the subject under
investigation shall also be consulted.
Procedures
The study shall follow the following procedures concerning the data
collection and implementation of intervention.
1. Selecting 8 schools from four larger regions
2. Visiting the schools and conducting consultative discussions with
teachers and principals
3. Developing interview schedules, observation checklists, questionnaires,
etc;
4. Translating instruments in to local languages
5. Developing manuals for field work
6. Piloting and selecting teachers whose classrooms shall be observed
and interventions shall be made
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
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7. Conducting class and school observations I (preintervention); Conducting interviews (teachers, principals); Conducting
focus group discussions of teachers
8. Identifying training needs/gaps
9. Developing training materials
10. Selecting and training teachers that conduct peer assessment
11. Conducting peer class observation I
12. Organizing reflections meeting I
13. Conducting peer class observation II
14. Organizing reflections meeting II
15. Conducting peer class observation III
16. Organizing reflections meeting III
17. Post-intervention interview with teachers
Data Analysis
Appropriate statistical package shall be employed for the analysis of
quantitative data. The qualitative data shall be analyzed by using themes
and categories for making comparisons and contrast.
Work Plan
This project shall be conducted in six phases in about two years period
Phase I (April 2006-September 2006)
–
Discussions with the Ministry of Education, JICA country office,
UNESCO national office, and conducting Kick-off meeting(s)
involving different stakeholders
–
Review of related literature and developing conceptual
framework of the study
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
–
School visits and preliminary consultative discussions
Phase II (October 2006-December 206)
–
Developing research instruments
–
Developing training materials
–
Translating instruments in to local languages
–
Piloting of instruments
Phase III (January 2007- June 2007)
–
Conducting class observation I (pre-intervention)
–
Conducting training of teachers on active learning, self
reflections and peer assessment
–
Conducting peer class observation I and organizing reflection
meeting I
–
Conducting peer class observation II and organizing reflection
meeting II
–
Conducting peer class observation III and organizing reflection
meeting III
Phase IV (July 2007- October 2007)
–
Analysis and writing draft report
Phase V (November- December 2007)
–
Discussion of preliminary findings at school level and gathering
comments; integrating the comments
–
Workshop/conference
–
Writing final report
Phase VI (January-February 2008)
–
Developing action plan to scale up the intervention activities
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
Expected Outcome of the Project
This research project has been designed with aim of addressing issues related
quality of teaching and learning in selected primary schools in Ethiopian.
Specifically, the research project attempts to investigate in to the conditions
of active learning and seek mechanisms to promote it through self and peer
reflections of teachers. The findings of the study shall have multiple of
outcomes.






Primary school teachers shall develop clear conceptions about active
learning and its implementation in the classroom.
Teachers shall appreciate and employ peer and self reflection practices
in their teaching.
Students (both boys and girls) shall have improved participation in
class activities; and hence better learning.
The positive outcomes of the project shall be replicated in other
schools.
School-University and policy makers links and interactions shall be
enhanced towards development of basic education
The Asia-Africa Universities network and dialogue in promoting basic
education shall be strengthened
Enhancing Active Learning through Teachers’ Peer and self Reflections in Selected Primary Schools in Ethiopia
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Africa- Asia University Dialogue for Basic Education Development
Center for the Study of International Cooperation in Education CICE Hiroshima University
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